Desafios e possibilidades no processo de ensinar e aprender história: a sala de aula invertida
Carregando...
Arquivos
Data
2018-12-19
Autores
Santos, Lyslley Ferreira dos
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Com o advento das Tecnologias Digitais da Informação e Comunicação (TDIC), ocorreu uma revolução social, alterando o modo como os alunos contemporâneos estão aprendendo. Nesse sentido, estudos indicam a necessidade da utilização de metodologias ativas nas práticas pedagógicas. Acredita-se que a metodologia Sala de Aula Invertida, aliada ao uso das TDIC, pode contribuir com os professores nesse processo. Dessa forma, o objetivo geral da pesquisa buscou analisar os desafios e potencialidades da metodologia Sala de Aula Invertida como possibilidade para o processo de ensino e aprendizagem na disciplina de História. Para tanto, os objetivos específicos se encaminharam no sentido de: planejar e organizar as aulas de História de acordo com a metodologia da Sala de Aula Invertida, propondo aos alunos a análise prévia de vídeos, possibilitando a otimização do tempo em sala de aula para realização de pesquisas, debates e atividades em grupo. Levantar as impressões dos alunos por meio de questionários e entrevistas sobre a utilização da metodologia nas aulas de História. Criar um infográfico interativo com informações e orientações aos professores de História, alunos e demais interessados, sobre a Sala de Aula Invertida. A pesquisa foi realizada com alunos do 2º ano do Ensino Médio de uma escola pública estadual de uma cidade do interior do Estado de São Paulo, seguindo caminhos teóricos e empíricos. A metodologia utilizada foi de abordagem qualitativa, seguindo as seguintes etapas: 1) pesquisa bibliográfica; 2) aplicação de questionário aos sujeitos da pesquisa; 3) aplicação da metodologia sala de aula invertida; 4) entrevista junto aos alunos participantes com o objetivo de analisar os desafios e contribuições da prática metodológica em seu aprendizado; 5) análise qualitativa dos dados e apresentação dos resultados. Os dados demonstraram, entre outros aspectos, a boa aceitação e anseio dos alunos por metodologias mais ativas no processo de ensino e aprendizagem, a necessidade de investimento em infraestrutura tecnológica nas escolas e formação contínua dos professores para uso das TDIC. Acreditamos que esses resultados poderão auxiliar os professores, não só de História, como também de outras áreas do conhecimento, a repensar e inovar suas práticas em sala de aula, possibilitando a multiplicação e troca de informações e experiências.
With the advent of the Digital Information and Communication Technologies (TDIC) a social revolution occurred, changing the way contemporary students are learning, in this sense studies indicate the need to use active methodologies in pedagogical practices. It is believed that the Inverted Classroom methodology combined with the use of TDICs can contribute with teachers in this process. In this way, the general objective of the research sought to analyze the challenges and potentialities of the Inverted Classroom methodology as a possibility for the teaching and learning process in the History discipline. In order to do so, the specific objectives were: to plan and organize the History classes, according to the Inverted Classroom methodology, proposing to the students the previous analysis of videos, allowing the optimization of the time in the classroom to conducting research, debates and group activities. To raise students' impressions through questionnaires and interviews about the use of methodology in History classes. Create an interactive infographic with information and guidance to History teachers, students and other interested parties about the Inverted Classroom. The research was carried out with students of the 2 nd year of a public High School in the interior of São Paulo State, following theoretical and empirical paths. The methodology used was of qualitative approach, according to the following steps: 1) bibliographic research; 2) questionnaire application to the research subjects; 3) application of the inverted classroom methodology; 4) interview with participating students with the objective of analyzing the challenges and contributions of methodological practice in their learning; 5) qualitative analysis of data and presentation of results. The data demonstrated, among other aspects, the students' good acceptance and longing for more active methodologies in teaching and learning process, the need for investment in technological infrastructure in the schools and continuous training of teachers to use the TDICs. We believe that these results may help the teachers not only in History, but also in other areas of knowledge to rethink and innovate their practices in the classroom, enabling the multiplication and exchange of information and experiences.
With the advent of the Digital Information and Communication Technologies (TDIC) a social revolution occurred, changing the way contemporary students are learning, in this sense studies indicate the need to use active methodologies in pedagogical practices. It is believed that the Inverted Classroom methodology combined with the use of TDICs can contribute with teachers in this process. In this way, the general objective of the research sought to analyze the challenges and potentialities of the Inverted Classroom methodology as a possibility for the teaching and learning process in the History discipline. In order to do so, the specific objectives were: to plan and organize the History classes, according to the Inverted Classroom methodology, proposing to the students the previous analysis of videos, allowing the optimization of the time in the classroom to conducting research, debates and group activities. To raise students' impressions through questionnaires and interviews about the use of methodology in History classes. Create an interactive infographic with information and guidance to History teachers, students and other interested parties about the Inverted Classroom. The research was carried out with students of the 2 nd year of a public High School in the interior of São Paulo State, following theoretical and empirical paths. The methodology used was of qualitative approach, according to the following steps: 1) bibliographic research; 2) questionnaire application to the research subjects; 3) application of the inverted classroom methodology; 4) interview with participating students with the objective of analyzing the challenges and contributions of methodological practice in their learning; 5) qualitative analysis of data and presentation of results. The data demonstrated, among other aspects, the students' good acceptance and longing for more active methodologies in teaching and learning process, the need for investment in technological infrastructure in the schools and continuous training of teachers to use the TDICs. We believe that these results may help the teachers not only in History, but also in other areas of knowledge to rethink and innovate their practices in the classroom, enabling the multiplication and exchange of information and experiences.
Descrição
Palavras-chave
Sala de aula invertida, Tecnologias Digitais da Informação e Comunicação, História, Inverted classroom, Digital information and communication technologies, History